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1. The role of censorship: the idea of censorship permeates all stages of developments, drawn by Rousseau. From the early infancy children should be directed, even in such the educators should do the following: more real liberty and less power, to let them do more for themselves and demand less of others; so that by teaching them from the first to confine their wishes within the limits of their powers they will scarcely feel the want of whatever is not in their power. Such strict censorship should be applied during the whole period of childs development.
Nowadays such censorship is especially important, because many disasters are awaiting for the children in the contemporary society: they should not be allowed to spend too much time in front of the TV or computer, they should not be allowed to wonder along the streets and get into suspicious company. 2. The role played by each discipline to form the educated mind (science, art, literature, music, mathematics, and history). Jean Jacques Rousseau's ideas intervened with arts and sciences made a great impact on the traditional and non-traditional education theorists On the later stages of development children should be taught art, mathematics, biology, literature and history. All those sciences help the person to understand the processes of nature and the historical development of human kind and society.
The knowledge of these subjects makes the person to acquire the awareness of the society and himself within that society, his role in it and his abilities. 3. How to develop good character through education: Rousseau insisted that children should begin learning since the moment of their birth. The main thread of the book is concentration on the development, natural education of a young person. Jean Jacques Rousseau insisted that all people from their childhood should live close to nature and lead simple life and that will help a person to live the life of virtue. Education helps people acquire the in-depth knowledge of good and wrong, know human values and follow moral rules. 4. The connection between education and society: Rousseau insists, that all people are born free and innocent, they are just being corrupted by the society.
Man was born free, and he is everywhere in chains. All social contacts the author represents as recognition of some common general will. This so-called general will is the common society interest, and every individual takes part in achieving that interest. All the members of the society should take part in developing that society. Rousseau even goes further, he says: From the first moment of life, men ought to begin learning to deserve to live; and, as at the instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the exercise of our duty. 5. The connection between education and family: family plays a great role in the education and Rousseau emphasizes that he hadnt his fathers support in his education.
Parents should guide and observe the children from the early age, should support their connections with nature. The nature of children is to copy their parents, to learn from them about the social and moral norm of the society, thats why arent's should be a good example for their children. 6. The value of different classroom media to provoke children's thought: Jean Jacques Rousseau said, that any learning process is based on the process of natural growing, and the only task of the educator is to arrange stimulate learning. This Rousseau's theory is amply implied in the contemporary education, and it was proved, that various equipment, classroom media and tables have two major values: they expand the diversity of the educational process and help to hold the childs attention. According to Rousseau the concentration on the surrounding, the ample opportunities for new experiences are very powerful in the education process. 7.
How early education can stimulate in the child inquiry, problem solving and thirst for knowledge: Rousseau said, that children start learning from the moment of their birth. Children from early age care able of physical perception and sensation that help them learn about the objects surrounding them. Later they become conscious about those perceptions and sensations, they start understanding if those objects and their judgments if those objects are good or harmful, they start seeking or avoiding them. Those simple reactions and inclinations are called natural, until they become grounded on experience, opinion and taste. 8. How early education can be structured so that children's response to experience is a total one, involving spirit, intellect volition and emotions: the guiding principle of the education structure is analysis and understanding of the person's nature at each stage of their development. On the early stage children should be guided through their perception of nature and environment.
All children have a great impulse for physical activity that is from time to time is being replaced by curiosity and mental. The task of the educator to structure the education in a way that a child would have different kinds of development replaced one by one. The changes of tasks would not allow the child become tired, acquire negative perception of education and it would develop the child in harmony with his intellect, physical for and emotions. 9. The connection between community and the educational endeavor: the community should stimulate the persons desire for education, because later that person will contribute to the good of the community. education is of still greater importance to the State, his country sooner or later perceives its effects. The stimulation of the educational endeavor id the primary task of any community, because later when its members are educated, they partake in the development and florescence of the community, because if the community doesnt give its members good opportunity for education, they might seek this opportunity in other communities, and later contribute to the goods of the new community.
Make the citizen good by training and everything else will follow. Bibliography: Boyd, W. Emile for Today. The Emile of Jean Jaques Rousseau selected, translated and interpreted by William Boyd, London: Heinemann, 1956 Bloom, A. Introduction ' to Rousseau, J-J. (1762) Emile. London: Penguin, 1991.
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Research essay sample on Jean Jacques Rousseau Early Age
